scholarly journals Factors Affecting the Academic Achievements among Dean’s Listers of Caraga State University

2014 ◽  
Vol 1 (1) ◽  
pp. 68-77
Author(s):  
Cristina Cubillas
Keyword(s):  
Academic Achievement ◽  
Learning Environment ◽  
Learning Styles ◽  
Learning Style ◽  
State University ◽  
Data Set ◽  
P Values ◽  
Factors Affecting ◽  
Study Habit ◽  
The Relationship

The study assessed the relationship between the factors affecting the academic achievement of the dean’s listers’ of Caraga State University. It involves the total population of the dean’s listers in the said university. The independent variables are those pre-determined factors’ affecting the academic achievement of the dean’s listers’ of Caraga State University and the dependent variable is the grades of the dean’s listers’. The result shows the low relationship between the pre-determined factors and the academic achievement evidenced by the values of the p-values which are greater than. In terms of the academic achievement of the dean’s listers’ their grades signify their excellence in their different chosen fields. With regards to the pre-determined factors, the factor that got the highest mean is the teachers’ competence with 3.7639 and the lowest one is the learning environment with 3.6690. The study habits’ got the second spot among the 4 factors followed by the learning styles. Based on Spearmen Correlation analysis in the data gathered, the results revealed that there is no significant relationship between the pre-determined factors and the academic achievement of the dean’s listers’ of Caraga State University. The p-values obtained are less than 0.05 for all the data set; which is accepting the null hypothesis. The results clearly depict that the students’ study habit, learning style teachers’ competence and the learning environment has no influence on the achievement reached by the dean’s listers’. On the other hand, it is still very important to make and to maintain these factors visible in the academic arena for better learning and for a better outcome. The absence of these factors might affect the performances of the students in Caraga State University.

The Impact of Foreign Language Learning Style on Strategies Preferences in Art Colleges

2014 ◽  
Vol 971-973 ◽  
pp. 2677-2680
Author(s):  
Di Jiao
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Foreign Language Learning ◽  
English Learning ◽  
Factors Affecting ◽  
The Impact ◽  
The Relationship

Factors affecting students’ English learning performances are always debated among language researchers. This research is carried out in art colleges to figure out the students’ preferences in learning styles and learning strategies as well as the relationship between them. Questionnaires have been applied and data have been dealt with by SPSS. This research has shown that students in the art college tend to be visual and individual learners, and thus they prefer to adopt metacognitive, memory and affective strategies.

scholarly journals The impact of academic libraries on students' academic achievement: The relationship between learning styles and information seeking anxiety

2018 ◽  
pp. 76-93
Author(s):  
Somayeh Parvin ◽  
Nasrin Kheibar ◽  
Hamideh Mihanpour ◽  
Alireza Rafi
Keyword(s):  
Academic Achievement ◽  
Learning Styles ◽  
Learning Style ◽  
Information Seeking ◽  
Significant Difference ◽  
Anxiety Levels ◽  
And Gender ◽  
Relationship Of ◽  
The Impact ◽  
The Relationship

Information seeking anxiety is a type of anxiety that affects academic performance. The present study was aimed at investigating the relationship between learning styles and information seeking anxiety in relation to the academic achievement of students. This was a descriptive-analytic research, and the study population consisted of students who had passed at least one semester in Behbahan University, Iran. The sample size was calculated 181 from the Morgan table. The results of this study showed that most of the students used the ‘assimilating' learning style. It was concluded that there was no significant difference between anxiety levels and the field of study. Also, there was no relationship between learning styles and age and gender. Moreover, there was no relationship of gender, academic semester, and age with academic achievement. Even though, there was no relationship between information seeking anxiety and learning styles vis a vis academic achievement, the assimilating learning style was preferred by the majority of the students. The comparison of learning styles with information seeking anxiety was a distinctive feature of this study, indicating that different aspects of learning did not have much effect on the anxiety levels of individuals, which could be the basis for further research on personality dimensions such as self-concept and intrinsic motivation in relation to information seeking anxiety and academic achievement.

scholarly journals A Comparative Study of Variables Related to Students’ Success in the 2015 International TIMSS Test

2021 ◽  
Vol 9 (4) ◽  
pp. 46-61
Author(s):  
Behzad Rsoolzadeh‌ ◽  
◽  
Rasoul Abbasi Taghidizaj ◽  
Sobhanali Forouzandeh‌ ◽  
◽  
...  
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Family Background ◽  
Necessary Condition ◽  
Data Set ◽  
Factors Affecting ◽  
Fuzzy Logic Approach ◽  
Causal Path ◽  
The Relationship ◽  
Home And School

Objective: This study aimed to investigate the factors affecting students' academic achievement based on Thames international test data. Methods: The method of this study is quantitative comparative. The statistical sample of this study consists of eighth-grade students from 57 countries who participated in the 2015 Thames International Test. The data set was analyzed using the fuzzy logic approach. Results: The necessary and sufficient individual conditions showed that the conditions of the relationship between home and school, school social atmosphere, students' attitudes, and educational activities in the classroom are each a necessary condition, and family background is a sufficient condition for achievement (academic achievement). Conclusion: In the causal and combined causes, among the many causal paths, only one causal path based on theoretical and experimental adequacy criteria (coverage and adaptation coefficient) was of theoretical and experimental importance was necessary. In this causal path, family background and the relationship between home and school in combination provided a sufficient turning point in the occurrence of the desired result (academic success).

scholarly journals Learning Styles and Academic Achievement among Form Three Living Integrated Skills Students

2021 ◽  
Vol 16 ◽  
pp. 1-13
Author(s):  
Mustafa Rehman Khan
Keyword(s):  
Academic Achievement ◽  
Learning Styles ◽  
Cognitive Ability ◽  
Survey Research ◽  
Learning Style ◽  
Classroom Environment ◽  
Instructional Delivery ◽  
Statistical Analyses ◽  
Future Studies ◽  
The Relationship

Learning styles indicate a students’ preference for learning methods and therefore are necessary information to guide teachers’ instruction. This study is aimed to determine the relationship between learning styles and academic achievement of Form Three students in their Living Integrated Skills subject. This study was participated by 372 respondents selected using purposive sampling from six secondary schools in Sabah, Malaysia. Data was collected using a research questionnaire in survey research and analyzed with IBM SPSS 23.0 using both descriptive and inferential statistical analyses. Findings of the study showed that pragmatist and theorist learning styles are the dominant learning styles while activist is the least preferred learning style. It was found that learning styles i.e. activist (t = -0.412; p = 0.681), reflective (t = -1.457; p = 0.146), theorist (t = 0.890; p = 0.374) and pragmatist (t = -0.537; p = 0.592) did not differ significantly based on gender but learning styles i.e activist (t = 7.412, p = 0.000), reflective (t = 9.461, p = 0.000), theorist (t = 9.080, p = 0.000) and pragmatist (t = 8.615, p = 0.000) was significantly different between high and low academic achievers. The higher achievers were pragmatic and activist while the lower achievers were reflective and theorists. This study also showed that learning styles i.e. activist (r = 0.395, p = 0.000), reflective (r = 0.476, p = 0.000), theorist (r = 0.492, p = 0.000) and pragmatist (r = 0.471, p = 0.000) were significantly correlated with academic achievement. Theorist learning style has the strongest correlation with academic achievement followed by reflective and pragmatist and the weakest learning style is activist. This study implied that other factors like a classroom environment, instructional delivery, and students’ self-efficacy should be investigated in future studies to explain the academic achievement of the students. This study supported the notion that learning styles are important to facilitate teachers in planning and implementing the lesson and for students to develop meta-cognitive ability to learn with the best style suited to them.

scholarly journals HUBUNGAN ANTARA GAYA BELAJAR DAN MOTIVASI BELAJAR DENGAN PRESTASI BELAJAR MAHASISWA PROGRAM STUDI PENDIDIKAN TEKNIK ELEKTRO UNIVERSITAS NEGERI JAKARTA

2021 ◽  
Vol 6 (1) ◽  
pp. 9-15
Author(s):  
Nurul Citra Pratiwi ◽  
Soeprijanto ◽  
Faried Wadjdi
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Significant Relationship ◽  
Electrical Engineering ◽  
Learning Motivation ◽  
State University ◽  
Learning Achievement ◽  
Electrical Engineering Education ◽  
The Relationship ◽  
Regression Tests

As purposes of this research are to know: 1) The closeness of the relationship between learning style with learning achievement; 2) The closeness of the relationship between learning motivation with learning achievement; 3) The closeness of the relationship between learning style and learning motivation with learning achievement of Electrical Engineering Education Students at Jakarta State University. In this research using a survey method with a quantitative approach. The population in this research are Electrical Engineering Education at Jakarta State University with an affordable population of Electrical Engineering Students at Jakarta State University in 2017 with a sample of 70 students. The analy sis data techniques use descriptive statistical techniques, correlation hypothesis testing, simple regression tests, multiple regression tests that were previously performed prerequisite tests of analysis using the normality test and linearity test. The result showed that the result of the hypothesis test analysis with a significant level of 5% showed that there was a positive and significant relationship between learning style with learning achievement test result rcount = 0,56>rtable 0,235 with tcount of 5,57%>ttable  1,995 then the results of analysis of students learning styles produce dominant learning styles owned by students are the kinesthetic style by 38,571%, the visual style by 28,571%, the visual-kinesthetic styleby 22,857%, the auditory and visual-auditory by 4,286% and the least auditory-kinesthetic style by 1,429%; then there is a positive and significant relationship between learning motivation with learning achievement test result rcount = 0,503>rtable 0,235 with tcount of 4,8>ttable 1,995; and there is a positive and significant relationship between learning styles and learning motivation together with learning achievement Rcount = 0,606>Rtabel 0,235 with Fcount 19,44>Ftabel 3,31.   Abstrak Penelitian ini bertujuan untuk mengetahui: 1) Keeratan hubungan antara gaya belajar dengan prestasi belajar; 2) Keeratan hubungan antara motivasi belajar dengan prestasi belajar; 3) Keeratan hubungan gaya belajar dan motivasi belajar secara bersama-sama dengan prestasi belajar mahasiswa Pendidikan Teknik Elektro Universitas Negeri Jakarta. Pada penelitian ini menggunakan metode survey dengan pendekatan kuantitatif. Populasi dalam penelitian adalah mahasiswa Pendidikan Teknik Elektro Universitas Negeri Jakarta dengan populasi terjangkau mahasiswa Pendidikan Teknik Elektro Universitas Negeri Jakarta angkatan tahun 2017 dengan sampel sebanyak 70 mahasiswa. Teknik analisis data yang digunakan teknik statistika deskriptif, uji hipotesis korelasi, uji regresi sederhana, uji regresi ganda yang sebelumnya dilakukan uji prasyarat analisis menggunakan uji normalitas dan uji linieritas. Hasil penelitian menunjukkan bahwa, hasil analisi uji hipotesis dengan taraf signifikan 5% menunjukkan terdapat hubungan yang positif dan signifikan antara gaya belajar dengan prestasi belajar hasil pengujian rhitung = 0,56 > rtabel = 0,235 dengan thitung sebesar 5,57 > ttabel 1,995 kemudian hasil analisis gaya belajar mahasiswa menghasilkan gaya belajar dominan yang dimiliki mahasiswa yaitu gaya kinestetik sebesar 38,571%, gaya visual sebesar 28,571%, gaya visual-kinestetik sebesar 22,857%, gaya auditorial dan visual-auditorial sebesar 4,286% dan yang paling sedikit gaya auditorial-kinestetik 1,429%; hipotesis selanjutnya terdapat hubungan yang positif dan signifikan antara motivasi belajar dengan prestasi belajar hasil pengujian rhitung = 0,503 > rtabel = 0,235 dengan thitung sebesar 4,8 > ttabel  1,995 ; dan terdapat hubungan yang positif dan signifikan antara gaya belajar dan motivasi belajar secara bersama-sama dengan prestasi belajar hasil pengujian Rhitung = 0,606 > Rtabel = 0,235 dengan Fhitung 1,44 > Ftabel 19,44.

scholarly journals Peranan Faktor Demografik Dalam Hubungan Antara Motivasi, Gaya Pembelajaran, Disiplin Pembelajaran dan Pencapaian Akademik Pelajar

2018 ◽  
Vol 2 (1) ◽  
pp. 101
Author(s):  
Zamri Chik ◽  
Abdul Hakim Abdullah ◽  
Habsah Muda ◽  
Istikomah Istikomah
Keyword(s):  
Academic Achievement ◽  
Learning Styles ◽  
Learning Style ◽  
Fourth Graders ◽  
Islamic Education ◽  
Male And Female ◽  
Moderation Effect ◽  
Motivation And Learning ◽  
The Relationship ◽  
Female Marriage

Demographic factors are factors that determine the relationship between motivation, learning style and learning discipline on the academic achievement of Islamic education. Indeed, this study was carried out to determine the relationship between the motivation, learning style and learning discipline to the academic achievement of Islamic education. A total of 260 fourth graders become study samples. The study shows that male genitalia have a modest impression (moderator) that is significant in the relationship between motivation and academic achievement, but female females are not and the conclusion that females have a full moderation in this relationship. Both jantina (male and female) do not have a significant moderating impression in the relationship between motivation and learning discipline and the conclusion that jantina does not have a simple moderation effect in this relationship. Furthermore, the two jantinas (male and female) have a significant moderating impression in the relationship between learning styles and academic achievement and the conclusion is that Jantina has a partial mediation in this relationship. Whenever, female marriage is a significant moderator in the relationship between the discipline of learning and academic achievement, but male sex is not and the conclusion that the female has a full moderation in this relationship.

scholarly journals Are All Distance Learners Created Equal? A Quantitative Analysis of Academic Performance in a Distance Tertiary Institution

10.28945/2822 ◽  
2004 ◽  
Author(s):  
Zlatko J Kovacic ◽  
John Steve Green
Keyword(s):  
Academic Achievement ◽  
Learning Environment ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Student Support ◽  
Learning Preferences ◽  
Global Learning ◽  
Tertiary Institution ◽  
Student Learning Styles

This paper reports initial research results on the relationship between student learning styles and academic achievement in a distance education computing course with Internet-based student support. The learning styles of students in a computer concepts class were evaluated and classified according to the Felder-Soloman Learning Style Index. We have identified statistically significant differences in performance between different learner types, i.e. groups of students with different learning preferences. The best course performance in both course components: in-course assessment and final examination was identified in students with reflective, sensing, verbal and global learning preferences. One possible explanation of this result might be that the current teaching styles and distance learning environment (course material and online student support) gives an advantage to this type of learner. To test this hypothesis we are planning changes in the learning environment and methodology to cater for a variety of student learning styles. We can then test if academic achievement has been improved by comparing it with the results presented in this paper.

scholarly journals An Investigation of Learning Style Preferences on the Students’ Academic Achievements of English

2017 ◽  
Vol 7 (5) ◽  
pp. 176
Author(s):  
Norma Nawaf Yousef Al-Zayed
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Group Learning ◽  
Factors Affecting ◽  
Learning Style Preferences ◽  
Academic Achievements ◽  
Visual Style ◽  
Style Preferences ◽  
Perceptual Learning Styles ◽  
The Relationship

This study aims to investigate whether there are any statistically significant correlation between perceptual learning styles and achievement. Raising learners’ awareness regarding their learning styles and preferences, which develops the better understanding of the learning achievement, and help instructors become more conscious of some factors affecting academic achievement. Additionally, the study assists instructors to identify their student’s preferred learning styles that can affect their achievement. Furthermore, no study up to now has been conducted in Jordan which investigates the relationship between the learning styles on the achievement of EFL at the tertiary level. The data was collected through the learning style preferences questionnaire and it was analyzed using statistical techniques, Descriptive statistics showed that: 1). The most preferred learning styles followed the auditory style, group learning style, kinesthetic style and visual style. 2). The finding also revealed that there was no statistically significant correlation between learning style and achievement. Additionally, both showed similar references for kinesthetic and visual styles. Based on these findings, some recommendations have been made.

HUBUNGAN GAYA BELAJAR SISWA TERHADAP ASPEK PENGETAHUAN SISWA PADA MATA PELAJARAN SISTEM KOMPUTER DI SMK IT RAHMATAN KARIMAH BENGKULU TENGAH

2020 ◽  
Vol 1 (01) ◽  
pp. 13-20
Author(s):  
Dian Saputra
Keyword(s):  
Learning Styles ◽  
Computer System ◽  
Learning Style ◽  
Descriptive Analysis ◽  
Visual Learning ◽  
Auditory Learning ◽  
Analysis Techniques ◽  
Post Test ◽  
The Subject ◽  
The Relationship

This study aims to find out the relationship between learning style and students’ knowledge aspect on Computer System Subject at SMK IT Rahmatan Karimah of  Central Bengkulu, the type of research is quantitative and the subject of research is grade X in SMK IT Rahmatan Karimah of  Central Bengkulu. Data collection techniques using observation, Questionnaire and documentation. Data analysis techniques used were Descriptive Analysis, and inferential Statistical Analysis. The results of visual learning style post-test were 11 people with a mean of 76.36, an auditory learning style of 8 people at a mean of 62.14, a kinesthetic learning style of 3 people at a mean of 50.33, apart from that (r x y = 2.35) and the magnitude of r is reflected in the table (r table = 0.4132). Then rxy > r table ie = 2.35> 0.4132. In other words, Ho is rejected and Ha is accepted. It has a significant relationship between the learning styles of students and students’ knowledge aspect on Computer System Subject of grade X TKJ in SMK IT Rahmatan Karimah of  Central Bengkulu

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